Investigating science teachers’ transformations when implementing inquiry-based teaching-learning sequences

In this study we aimed to investigate the most transformed/accepted aspects of scientific inquiry when it is implemented in classroom practice. Thirteen secondary school teachers participated in the study. The teachers were first involved in a professional development (PD) course aimed at familiarizing them with inquiry principles, using seven teaching-learning sequences (TLSs) as training contexts. Then, teachers implemented one TLS in their classrooms for at least 5 h. A knowledge transfer framework, Adaption and Re-Invention Model, was used to investigate teachers’ transfer of TLS in classroom practice. In particular, core and non-core elements of the TLSs were identified: core elements are essential features of inquiry teaching that should not be changed while implementing a TLS since they characterize it in a unique way. Non-core elements concern classroom management and activities timing and can be changed to fit the TLS into the specific educational context. Collected data have been audio/video recordings. Results show that most accepted aspects of inquiry teaching are related to data collection, support to students, activities timing, and homework tasks. Moreover, most teachers acted as resource persons and valued classroom discussions. Overall, our findings may usefully inform PD courses by providing evidence of teachers’ enactment of inquiry in their practice.